1. NH CEEDAR Research Initiative: The State of Clinical Practice and Preparation in New Hampshire
2019 CEEDAR Cross-State Convening Meeting
Denver, CO
Steve Bigaj
Keene State College
Keene, NH
Other members of the Partnership Research Team:
Megan Birch, Plymouth State College
Vince Connelly, University of New Hampshire
Laura Wasielewski, Saint. Anslem College

2. New Hampshire: CEEDAR Goal #2
Goal #2 : To determine the extent and nature of partnerships between NH Educator Preparation Programs (EPPs) and P-12 to demonstrate positive impact on all P-12 student learning and educator development
Collect and collate the landscape and context of current practice around partnerships based upon the goal area’s conceptual frame.
Establish a common language and understanding with respect to P-20 partnerships based on the conceptual framework
Expand the volume and quality of partnerships in place in NH
Integration of professional learning practices:
(e.g., educator rounds, coaching, research, mentoring, communities of practice)

3. P-12 School- EPP Partnerships
Make sure to mention the NTEP, IHE Network, NH DOE, CEEDAR collaboration here

4. Conceptual Framework: The Nature of EPP/IHE Partnerships and Clinical Practice
Immersive Clinical Experiences I IV
Placement Relationship
Partnership Relationship II
III
Early
Field Experiences
Figure 1: Nature of IHE Partnerships with P-12 Schools (IHE Network Partnership Subcommittee, 2016)

5. Conceptual Framework: Guiding Principles
P-12 School – EPP/IHE Partnerships
Partnerships foster culture of adult lifelong learning
Partnerships are bidirectional and mutually beneficial
Partnerships improve pupil learning

6. Principle 1: Partnerships are centered on P-12 student learning and development
Student learning at the core of our work
Build capacity for collaborative learning
Connect theory to practice
Support diverse needs of all learners
Integration of professional learning practices:
(e.g., educator rounds, coaching, research, mentoring, communities of practice)

7. Principle 2: Partnerships foster a culture of adult learning
Teaching as a profession, promoting lifelong learning
Collaborative professional learning
Integration of professional learning practices
Integration of professional learning practices:
(e.g., educator rounds, coaching, research, mentoring, communities of practice)

8. Principle 3: Partnerships are bidirectional and mutually beneficial
Shared vision, values, and decision-making
Establishment of communication between and among school partners
Shared responsibility for teaching and learning of teacher candidates and P-12 students
Co-construction of experiences (e.g., clinical, professional learning)
Co-construction of experiences-- (e.g., clinical, professional learning)

9. Research Purpose and Question
Purpose: To examine the scope and sequence of clinical experiences in educator preparation programs in our state and explore the nature and strength of the partnerships between EPPs and P-12 schools.
What is the current status of clinical practice and
EPP - P-12 school partnerships in our state?
Share Definitions CAEP for Clinical Practice and Partnerships

10. Survey Instrument and Participants
Development of the survey including stakeholder feedback
Close-ended and open-ended items, completed online
-Part I: Clinical Practice (early, middle, capstone)
-Part II: School – IHE Partnerships
Participants:
Educator Preparation Administrators and Program Coordinators (8 of 13 institutions completed with 48 unique responses)
Possible handout the survey add logo

11. General Findings: What We Learned
Current status of Clinical Practice: Characteristics at early, middle, and capstone clinical experiences
Selection of clinical experiences
Activities engaged in at various levels
Characteristics of supervision and evaluation
Placement Centered or Partnership Centered
General findings include in each: for example primarily placement focused at all levels

12. Placement vs Partnership Emphasis

13. General Findings: What We Learned
Current status of P-12 School and EPP Partnerships
All are shifting towards partnerships, with the most formal relationships reported in connection to culminating experiences.
Programs also described relationships, “organic,” often short-term, coordinated by individual faculty and teachers or for specific courses or projects, which were ripe but had not yet developed into a formal partnership.
Most programs expressed an aspiration to strengthen, extend, and formalize existing relationships with schools.
The Inventory also revealed several hurdles faced by by IHEs: financial, geographic, systematic.

14. Sharing of Results IHE Network
AERA, ATE, CEEDAR, NERRO, CEC, ACRES, NAPDS
Publications

15. Upcoming Research Activities
Follow up focus-group and/or interviews with EPP administration/representatives
P-12 Administrator Survey
Identification of design elements
Share idea of writing and edited book of examples in NH